“学评融合”评价新理念随着评价改革的推进应运而生，阐明了基于数字世界的评价活动的基本环节与要素，为人工智能时代的评价改革提供了有力参考。学生在参与评价时需要关注与发展什么样的高阶思维能力，是开展学评融合评价活动中亟待明晰的问题之一。学评融合过程中的评价反思要求学生在评价活动中作为评价者与探索者，通过积极反思评价内容、评价过程、评价价值以提升高阶思维能力与学习效果。学生的评价反思能力即是学评融合的评价活动中特有的高阶思维能力之一，厘清并发展其内部结构是人工智能时代新育人环境下落实评价改革、落地“双减”的重要抓手。目前，如何把握中小学生评价反思能力的现状与特点，根据其内部结构与学生评价偏好对其进行有效提升，还存在较大的困惑，也缺乏从理论到实践的完整指导。因此，本研究在梳理现有研究成果的基础上，基于学评融合评价理念，确定评价反思能力的内部结构，自编《中小学生评价反思能力调查问卷》，确定中小学生评价反思能力常模、探究中小学生评价行为现状，并深入探究不同群体评价反思能力的差异与影响因素。根据理论框架，构建综合考量各影响因素的学评融合评价活动指导方案，设计活动框架并应用于教育教学实践，检验其实践应用效果，提出基于学评融合的评价活动提升中小学生评价反思能力的策略，为提升中小学生在评价活动中的高阶思维能力与学评融合的后续研究提供借鉴与参考。
研究发现：评价反思能力具有稳定的三维结构，即标准批判、内容深思与价值认同，是学评融合的评价活动中需重点关注的高阶思维能力。全国中小学生的评价反思能力处在中等水平，在三个子维度上的表现存在差异。评价反思能力总分及其子维度得分在不同学段、不同地区背景的学生群体中存在显著差异，且不同学段学生参与评价活动的频次、特点不同；评价反思能力是受评价参与情况、评价处理方式、评语态度、个体品质等多重因素影响的高阶思维能力，学生评价反思能力的差异主要来源于具体评价活动而非学生背景；完整考虑学评融合全阶段的评价活动能有效提升学生的评价反思能力，且学生对活动的满意度高。但在实践中发现学生存在对标准的理解层次浅、对评价活动重视程度低、对他人作品关注程度低等问题。

The new concept of "Integrated Approach to Assessment of, for and as Learning" emerged with the promotion of evaluation reform, clarifying the basic links and elements of evaluation activities based on the digital world, and providing strong reference for evaluation reform in the era of artificial intelligence. One of the most important issues that urgently need to be clarified in carrying out Integrated Approach to Assessment of, for and as Learning is what kind of high-level thinking abilities students need to pay attention to and develop when participating in assessment activities. The reflection in the progress of Integrated Approach to Assessment of, for and as Learning requires students to act as evaluators and explorers in assessment activities, actively reflecting on others’ assignments, assessment process, and the value of it to enhance high-level thinking abilities and learning effectiveness. The ability of assessment reflection is one of the unique high-level thinking abilities in the activity of Integrated Approach to Assessment of, for and as Learning. Clarifying and developing its internal structure is the core levers for implementing assessment reform and "double reduction" in the new educational environment of the artificial intelligence era. At present, there are still significant confusion and a lack of complete guidance from theory to practice on how to clearly understand the current situation and characteristics of primary and secondary school students' assessment reflection abilities, and effectively improve them based on their internal structure and student assessment preferences. Therefore, on the basis of reviewing existing researches and the new concept of Integrated Approach to Assessment of, for and as Learning, this study has compiled the "Questionnaire on the Assessment Reflection Ability of Primary and Secondary School Students" to determine the current situation of assessment reflection ability of primary and secondary school students and their assessment behavior and preferences, deeply exploring the differences and influencing factors of assessment reflection ability. Based on the theoretical framework, a guidance plan for the Integrated Approach to Assessment of, for and as Learning activities that comprehensively considers various influencing factors is constructed. The activity framework is designed and applied to educational practice to test its practical application effect, providing references for subsequent research on the Integrated Approach to Assessment of, for and as Learning and the improving of high-level thinking ability of primary and secondary school students in assessment activities.
Research has found that the ability of assessment reflection has a stable three-dimensional structure, namely the criticism of assessment standard, the deeply thinking of assignment, and the identification of assessment value, and it is a high-level thinking ability that needs to be focused on in the activities of Integrated Approach to Assessment of, for and as Learning. The mean level of assessment reflection ability of primary and secondary school students in China are at a moderate level, with significant differences in the three sub dimensions. The frequency and characteristics of student participation in assessment activities vary among different student groups; Ability of assessment reflection is a high-level thinking ability influenced by multiple factors such as assessment participation, assessment processing methods, assessment attitudes, and individual qualities. The differences in students' ability of assessment reflection mainly come from the differences in assessment activities rather than student backgrounds; The activities with a comprehensive consideration of various factors in the Integrated Approach to Assessment of, for and as Learning can effectively improve students' ability of assessment reflection. However, in practice, it has been found that students have shallow understanding of assessment standards, low emphasis on assessment activities, and low attention to others' assignments.